The History and Geography Project (2000 to present), funded by a grant from the Thomas B. Fordham Foundation, set out to develop a curriculum framework that offers teachers the opportunity to teach a traditional U.S or World History course that is enriched by a consistent injection of the geographical aspects that interact with the important historical people, events, and ideas. A copy of the completed U.S. History portion is currently being disseminated to teachers, curriculum supervisors, and policy makers across the nation and is available for viewing by clicking here (.pdf format).

The Geography Summer Academy for Minority Scholars (GeoSAMS) (2001 to present) was funded by a grant from the National Geographic Society for the purpose of increasing the presence of people from underrepresented minority groups in the discipline of geography. A very successful completion of Phase I of the project occurred in the summer of 2002 when teacher/student teams spent one week at the Southwest Texas State University Department of Geography. Grosvenor Center staff and Department of Geography instructors presented an exciting week of activities that introduced the teachers and students to many facets of geography and the career opportunities that are available for those with training and education in the discipline. The Grosvenor Center is currently developing an instruction manual that will serve as part of Phase II of the project when this model for recruiting minority students into geography will be disseminated to five other states with high minority populations.

The Path Toward World Literacy Project (1999 to 2001), funded by a grant from the National Geographic Society, developed two products designed to improve integration of the national standards in geography into school curricula at all grade levels. This project employed a team of university-level geographic educators, schoolteachers, and staff of the National Geographic Society and the Grosvenor Center for Geographic Education. The project published two documents, (1) A Scope and Sequence in Geographic Education K – 12 that provides a content-specific organizational matrix that clearly states what students should learn by grade clusters, and (2) A Standards-Based Guide to K – 12 Geography that expands the matrix with a booklet that details broad learning objectives and sample learning activities. These combined resources have proven to be valuable to teachers and curriculum writers across the country as well as to school officials, parents and the general public.